Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver
{"title":"Teaching Interprofessional Leadership Excellence to Advanced Practice Nursing Students.","authors":"Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver","doi":"10.3928/01484834-20250108-05","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>To strengthen holistic health care delivery, influential interprofessional (IP) leadership skills are crucial for nurse practitioners (NPs) working within typical disease-focused practice settings. To build competencies, an IP leadership learning protocol (ILLP) was developed using an evidence-informed conflict resolution self-study and patient-care video conference (PCVC) for family NP students, which was later adapted for psychiatric mental health (PMH) NP students and measured effectiveness.</p><p><strong>Method: </strong>Flipped-classroom initial self-study of IP leadership strategies and relevant clinical considerations culminated in applying this learning within the PCVC by role-playing deliberately contrived adversarial IP roles with a faculty facilitator intermittently designating students to act as the IP leader.</p><p><strong>Results: </strong>Immediately following the video conference, students completed a validated leadership self-efficacy (LSE) tool and a written evaluation. LSE scores improved significantly (<i>p</i> < .01), and short-answer themes showed positive student-perceived learning value.</p><p><strong>Conclusion: </strong>A well-designed virtual ILLP is effective for improving LSE in NP students. <b>[<i>J Nurs Educ</i>. 2025;64(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0000,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20250108-05","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: To strengthen holistic health care delivery, influential interprofessional (IP) leadership skills are crucial for nurse practitioners (NPs) working within typical disease-focused practice settings. To build competencies, an IP leadership learning protocol (ILLP) was developed using an evidence-informed conflict resolution self-study and patient-care video conference (PCVC) for family NP students, which was later adapted for psychiatric mental health (PMH) NP students and measured effectiveness.
Method: Flipped-classroom initial self-study of IP leadership strategies and relevant clinical considerations culminated in applying this learning within the PCVC by role-playing deliberately contrived adversarial IP roles with a faculty facilitator intermittently designating students to act as the IP leader.
Results: Immediately following the video conference, students completed a validated leadership self-efficacy (LSE) tool and a written evaluation. LSE scores improved significantly (p < .01), and short-answer themes showed positive student-perceived learning value.
Conclusion: A well-designed virtual ILLP is effective for improving LSE in NP students. [J Nurs Educ. 2025;64(X):XXX-XXX.].
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